Peje 081


Published on

Presentation with Rabbi Marc Baker to administrators of North American Jewish day schools on teacher recruiting, hiring, and retention.

Published in: Education, Technology
  • Be the first to like this

Peje 081

  1. 1. HIRING Kick-Starting High Performance and Professional Development Marc Baker Gann Academy Peter Gow Beaver Country Day School PEJE Assembly 2008
  2. 2. OVERVIEW <ul><li>Principles </li></ul><ul><li>Mission-driven recruiting </li></ul><ul><li>Managing the process </li></ul><ul><li>The first year </li></ul><ul><li>Retention and the long term </li></ul>
  3. 3. PRINCIPLES <ul><li>Hiring is for keeps </li></ul><ul><li>Match is everything </li></ul><ul><li>Each hire is an opportunity for improvement and advancement </li></ul><ul><li>The student’s needs come first </li></ul><ul><li>Patience is a virtue </li></ul><ul><li>The hire isn’t over until the end of the first evaluation cycle—i.e., Year One </li></ul>
  4. 4. LET’S TALK <ul><li>What are the greatest challenges your school faces in recruiting and hiring new teachers? </li></ul><ul><li>What are some of things that draw teachers to your school, and keep them there? </li></ul>
  5. 5. PREPARATION <ul><li>Hiring is a campaign for institutional advancement, like fundraising </li></ul><ul><li>Making the Hiring Case </li></ul><ul><ul><li>Needs determination </li></ul></ul><ul><ul><li>The hiring “self-study” (see next slide) </li></ul></ul><ul><ul><li>Case statement </li></ul></ul><ul><li>Mapping out the campaign </li></ul><ul><li>Designating the Hiring Team, including “Hiring Central” </li></ul><ul><ul><li>Clarify tasks and roles: clerical, invites, offers </li></ul></ul><ul><ul><li>Plan out the paper flow </li></ul></ul><ul><li>The Budget (little-known facts…) </li></ul>
  6. 6. THE HIRING SELF-STUDY <ul><li>Use exit-interview data, if available </li></ul><ul><li>Reflection on success </li></ul><ul><ul><li>Who are we? </li></ul></ul><ul><ul><li>Who has succeeded here? (“The successful teacher is …”) </li></ul></ul><ul><ul><li>Who has struggled here? </li></ul></ul><ul><li>The unique challenges of a Jewish school </li></ul><ul><ul><li>Dual curriculum </li></ul></ul><ul><ul><li>Community and identity </li></ul></ul><ul><ul><li>Calendar and pace </li></ul></ul><ul><li>Needs assessment—beyond the obvious </li></ul><ul><ul><li>Community needs on a cultural/moral level? </li></ul></ul><ul><ul><li>Broader programmatic needs and desiderata? </li></ul></ul><ul><li>Of course, use your mission as a guide </li></ul>
  7. 7. THE RECRUITING CAMPAIGN <ul><li>Cast the widest net you can afford </li></ul><ul><li>Demand personalized service from wholesalers: agencies, college placement offices, fairs—you’ll get out what you put in </li></ul><ul><li>Walk the walk of diversity—find the resources and sources, and utilize them </li></ul><ul><li>Look for non-traditional sources: Troops to Teachers, Teach for America, unions </li></ul><ul><li>Build human connections and create links wherever you can: Israel, universities </li></ul><ul><li>(Long-term: Put yourself on the map by becoming a teacher training site) </li></ul>
  8. 8. RECRUITING MATERIALS <ul><li>Make “Careers/Employment/Working at …” webpages comprehensive and inviting </li></ul><ul><li>Make important work-related materials downloadable from your site </li></ul><ul><li>Consider task-specific print materials (does PEJE have a little monograph?) </li></ul><ul><li>Create links (digital or otherwise) to community resources that will help promote the cause (realtors, religious institutions, cultural and recreational resources) </li></ul><ul><li>Sell the advantages of your community </li></ul>
  9. 9. THE PROCESS—order of events <ul><li>Papers arrive, are reviewed  </li></ul><ul><li>Interesting candidate; make a note  </li></ul><ul><li>Preliminary interview with one key person — can be phone or F2F  </li></ul><ul><li>If positive, call back for extended interview at the school — candidate is a finalist, in for a real VISIT  </li></ul><ul><li>Collect response notes to the visit  </li></ul><ul><li>After finalists have all come, meet and compare notes  </li></ul><ul><li>Check references  </li></ul><ul><li>Make an offer  </li></ul><ul><li>If accepted, inform other candidates  </li></ul><ul><li>If not accepted, decide on Plan B </li></ul><ul><li>Nothing’s final until the background checks are in </li></ul>
  10. 10. THE PROCESS—paper flow <ul><li>Centralize at “Hiring Central” and create a generic e-mail address: “” </li></ul><ul><li>First reader a Hiring Team member </li></ul><ul><li>Treat “lone rangers” with respect; acknowledge independent inquiries in kind </li></ul><ul><li>Keep records </li></ul><ul><li>Designate a process for making “first contact”—who, and what content </li></ul><ul><li>Courtesy, courtesy, courtesy! </li></ul>
  11. 11. THE PROCESS—first interviews <ul><li>“ First impressions always last” </li></ul><ul><li>All interviewers need expertise </li></ul><ul><ul><li>Talking points </li></ul></ul><ul><ul><li>Standard questions </li></ul></ul><ul><ul><li>“ Improper line of questioning” knowledge </li></ul></ul><ul><li>Explain process to candidates; provide a rough timeline, if you can </li></ul><ul><li>Keep response records in a standard format (“Could you see …?” is the question to ask) </li></ul><ul><li>Have an internal process for deciding who moves through, then use it </li></ul>
  12. 12. THE PROCESS—finalist visits <ul><li>A formal employment application provides “for the record” material for reference and credential checks </li></ul><ul><li>Host function should be clear and congenial </li></ul><ul><ul><li>Make time for food, water, restroom breaks </li></ul></ul><ul><ul><li>Be extra clear on expense issues </li></ul></ul><ul><li>Don’t be afraid to mention challenges </li></ul><ul><li>Candidates should meet all prospective supervisors; peers and students, too </li></ul><ul><li>Sample lessons—pros and cons </li></ul><ul><li>Collect impressions from all interviewers in standard format; don’t elicit comparisons </li></ul>
  13. 13. THE PROCESS—making choices <ul><li>Check references! Reference checks must be professionally conducted and thorough </li></ul><ul><li>Strongly discourage rogue reference checks and informal feedback (“My wife’s brother knows…”) </li></ul><ul><li>Don’t be impatient; if you are in love but have rules, follow your rules </li></ul><ul><li>Be consistent! Give each finalist the same consideration; fill each position in the same way </li></ul><ul><li>Check references! </li></ul><ul><li>Inform unsuccessful candidates ASAP; be brave and do it right! </li></ul>
  14. 14. OFFERS <ul><li>Offer should be thorough: salary, job wrinkles, benefits—”informed consent” </li></ul><ul><li>Be clear up front about pre-school expectations (trainings, summer work, etc.) and expenses </li></ul><ul><li>Be circumspect about promises beyond the first year—stuff happens </li></ul><ul><li>Give folks enough time to take a deep breath and think things over (and hope that candidates—and other schools!—will do the same for you) </li></ul>
  15. 15. HIRING MISCELLANY <ul><li>Consider a bounty system for hiring referrals </li></ul><ul><li>Make sure that internal candidacies are considered, or be clear that they will not be—post consistently </li></ul><ul><li>E-mail chatter regarding candidates is a very, very bad idea </li></ul><ul><li>Clear candidate files when a hire has been made (unless you anticipate trouble; in which case, don’t) </li></ul><ul><li>Consider hiring work—fairs, interviewing—as leadership development </li></ul>
  16. 16. AFTER YES <ul><li>Contracts are tentative pending criminal background check; exceed statutory requirements; think ahead (driving? foreign travel?); credential checks may be well worth it </li></ul><ul><li>(If hire is international, resolve visa issues before you’ve gone too far) </li></ul><ul><li>Prepare “electronic induction”—e-mail, server access, curriculum map, other school e-resources </li></ul><ul><li>Have calendar and other resources available ASAP; knowledge is confidence </li></ul><ul><li>Map out and urge collaborative opportunities involving experienced and new teachers </li></ul>
  17. 17. INDUCTION <ul><li>Take the time to do it right </li></ul><ul><li>Priorities (think like an anthropologist!): </li></ul><ul><ul><li>Culture and values </li></ul></ul><ul><ul><li>People and hierarchies </li></ul></ul><ul><ul><li>Language </li></ul></ul><ul><ul><li>Curriculum </li></ul></ul><ul><ul><li>Policies and procedures </li></ul></ul><ul><ul><li>Geography and resources </li></ul></ul><ul><li>Another anthropological tip: Think of, support, and utilize each year’s intake as a cohort </li></ul><ul><li>A comprehensive teacher handbook is a huge benefit to all teachers </li></ul>
  18. 18. WHAT NEW TEACHERS NEED <ul><li>LOTS of academic and classroom management support </li></ul><ul><li>Trustworthy peers </li></ul><ul><li>Knowledge of local norms, local standards </li></ul><ul><li>Life-management support </li></ul><ul><li>Useful, focused, non-judgmental feedback </li></ul><ul><li>Ability to recognize friends and foes </li></ul><ul><li>Identity in the community </li></ul>
  19. 19. THE FIRST YEAR <ul><li>Establish the most thoughtful and focused mentoring program you can afford (time more valuable than $) </li></ul><ul><li>Be purposeful in assigning mentors </li></ul><ul><li>A formal, non-supervisory mentoring program is a great start; it’s leadership development, too </li></ul><ul><li>Create opportunities to share feedback </li></ul><ul><li>But if you can do more… </li></ul>
  20. 20. A PROFESSIONAL COMMUNITY <ul><li>(It’s about everyone; not just newbies) </li></ul><ul><li>Tailor benefits to age/stage needs (see NAIS Study) </li></ul><ul><li>After money and benefits, quality of professional culture is the main factor in retention: </li></ul><ul><ul><li>Communication and transparency </li></ul></ul><ul><ul><li>A feeling of mutual support and pride </li></ul></ul><ul><ul><li>Shared sense of professionalism, competence, and respect </li></ul></ul><ul><li>Evaluate to support professional growth </li></ul><ul><ul><li>Goals-based and growth-oriented </li></ul></ul><ul><ul><li>Professional development-driven </li></ul></ul><ul><ul><li>Individually focused, but mission-aware </li></ul></ul><ul><ul><li>Not just correction, but commendation, too </li></ul></ul><ul><li>Collaboration is professional development </li></ul><ul><li>(Newness is a golden chance to establish wonderful traditions!) </li></ul>
  21. 21. WE’RE DONE <ul><li>But now please tell your neighbor what two ideas or practices that you will take away from this presentation. </li></ul><ul><li>(We’d be interested to know, too, if you want to send us an email: </li></ul><ul><li>Marc: </li></ul><ul><li>Peter: ) </li></ul>
  22. 22. RESOURCES <ul><li>Handout notes from this presentation </li></ul><ul><li>NAIS Teacher Satisfaction Survey (2007) </li></ul><ul><li>Michael Brosnan, Guide to Hiring and Retaining Teachers of Color (AISNE, 2002) </li></ul><ul><li>NAIS Principles of Good Practice for the Hiring Process (2006) </li></ul><ul><li>Gow, An Admirable Faculty (NAIS, 2005) </li></ul><ul><li>Your school attorney or PEJE for special issues and circumstances </li></ul>